Students’ Experiences of Fairness in Online Assessment: A Phenomenological Study in a Higher Education Institution Context
Online assessment is a new introduction in many developing countries during the COVID-19 pandemic, including Malaysia, Lithuania, and Spain. The current study conducted a phenomenology study to probe insights about fairness in online assessment. The interview data were interpreted from the perspecti...
| Main Authors: | , , , , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
SAGE Publishing
2023-11-01
|
| Series: | SAGE Open |
| Online Access: | https://doi.org/10.1177/21582440231209816 |
| _version_ | 1797523961578258432 |
|---|---|
| author | Mohd Elmagzoub Eltahir Nagaletchimee Annamalai Arulselvi Uthayakumaran Samer H Zyoud Antonia Ramírez García Viktorija Mažeikienė Bilal Zakarneh Najeh Rajeh Al Salhi |
| author_facet | Mohd Elmagzoub Eltahir Nagaletchimee Annamalai Arulselvi Uthayakumaran Samer H Zyoud Antonia Ramírez García Viktorija Mažeikienė Bilal Zakarneh Najeh Rajeh Al Salhi |
| author_sort | Mohd Elmagzoub Eltahir |
| collection | DOAJ |
| description | Online assessment is a new introduction in many developing countries during the COVID-19 pandemic, including Malaysia, Lithuania, and Spain. The current study conducted a phenomenology study to probe insights about fairness in online assessment. The interview data were interpreted from the perspective of social psychology theory that emphasizes distributional, procedural, and interaction justice. The study selected participants through purposive sampling techniques. Distributional justice revealed that grading seems fair when students experience multiple assessments, clear rubrics, and effective feedback from lecturers. In distributional justice students experience injustice when there are unclear expectations of assessment. Regarding procedural justice, students’ unfairness was related to limited time, technical problems, and unclear assessment expectations. Interactional justice was related to privacy in communicating grades and weak interaction during the assessment. These results emphasize the importance of understanding the elements that influence students’ views of fairness and methods to improve assessment during online assessment in a university setting. |
| first_indexed | 2024-03-10T08:50:34Z |
| format | Article |
| id | doaj.art-4da65f714e2e418bac4125655537d92c |
| institution | Directory Open Access Journal |
| issn | 2158-2440 |
| language | English |
| last_indexed | 2024-03-10T08:50:34Z |
| publishDate | 2023-11-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | SAGE Open |
| spelling | doaj.art-4da65f714e2e418bac4125655537d92c2023-11-22T07:33:29ZengSAGE PublishingSAGE Open2158-24402023-11-011310.1177/21582440231209816Students’ Experiences of Fairness in Online Assessment: A Phenomenological Study in a Higher Education Institution ContextMohd Elmagzoub Eltahir0Nagaletchimee Annamalai1Arulselvi Uthayakumaran2Samer H Zyoud3Antonia Ramírez García4Viktorija Mažeikienė5Bilal Zakarneh6Najeh Rajeh Al Salhi7College of Humanities and Sciences, Ajman University, UAESchool of Distance Education (English Section), Universiti Sains Malaysia, MalaysiaCentre of Modern Languages, Universiti of Malaysia Pahang, MalaysiaCollege of Humanities and Sciences, Ajman University, UAEFaculty of Educational Sciences, University of Córdoba, Córdoba, SpainFaculty of Human and Social Studies, Mykola, Romeris University, Vilnius, LithuaniaDepartment of Foreign Languages, Ajman University, Ajman, UAENonlinear Dynamics Research Center (NDRC), Ajman University, UAEOnline assessment is a new introduction in many developing countries during the COVID-19 pandemic, including Malaysia, Lithuania, and Spain. The current study conducted a phenomenology study to probe insights about fairness in online assessment. The interview data were interpreted from the perspective of social psychology theory that emphasizes distributional, procedural, and interaction justice. The study selected participants through purposive sampling techniques. Distributional justice revealed that grading seems fair when students experience multiple assessments, clear rubrics, and effective feedback from lecturers. In distributional justice students experience injustice when there are unclear expectations of assessment. Regarding procedural justice, students’ unfairness was related to limited time, technical problems, and unclear assessment expectations. Interactional justice was related to privacy in communicating grades and weak interaction during the assessment. These results emphasize the importance of understanding the elements that influence students’ views of fairness and methods to improve assessment during online assessment in a university setting.https://doi.org/10.1177/21582440231209816 |
| spellingShingle | Mohd Elmagzoub Eltahir Nagaletchimee Annamalai Arulselvi Uthayakumaran Samer H Zyoud Antonia Ramírez García Viktorija Mažeikienė Bilal Zakarneh Najeh Rajeh Al Salhi Students’ Experiences of Fairness in Online Assessment: A Phenomenological Study in a Higher Education Institution Context SAGE Open |
| title | Students’ Experiences of Fairness in Online Assessment: A Phenomenological Study in a Higher Education Institution Context |
| title_full | Students’ Experiences of Fairness in Online Assessment: A Phenomenological Study in a Higher Education Institution Context |
| title_fullStr | Students’ Experiences of Fairness in Online Assessment: A Phenomenological Study in a Higher Education Institution Context |
| title_full_unstemmed | Students’ Experiences of Fairness in Online Assessment: A Phenomenological Study in a Higher Education Institution Context |
| title_short | Students’ Experiences of Fairness in Online Assessment: A Phenomenological Study in a Higher Education Institution Context |
| title_sort | students experiences of fairness in online assessment a phenomenological study in a higher education institution context |
| url | https://doi.org/10.1177/21582440231209816 |
| work_keys_str_mv | AT mohdelmagzoubeltahir studentsexperiencesoffairnessinonlineassessmentaphenomenologicalstudyinahighereducationinstitutioncontext AT nagaletchimeeannamalai studentsexperiencesoffairnessinonlineassessmentaphenomenologicalstudyinahighereducationinstitutioncontext AT arulselviuthayakumaran studentsexperiencesoffairnessinonlineassessmentaphenomenologicalstudyinahighereducationinstitutioncontext AT samerhzyoud studentsexperiencesoffairnessinonlineassessmentaphenomenologicalstudyinahighereducationinstitutioncontext AT antoniaramirezgarcia studentsexperiencesoffairnessinonlineassessmentaphenomenologicalstudyinahighereducationinstitutioncontext AT viktorijamazeikiene studentsexperiencesoffairnessinonlineassessmentaphenomenologicalstudyinahighereducationinstitutioncontext AT bilalzakarneh studentsexperiencesoffairnessinonlineassessmentaphenomenologicalstudyinahighereducationinstitutioncontext AT najehrajehalsalhi studentsexperiencesoffairnessinonlineassessmentaphenomenologicalstudyinahighereducationinstitutioncontext |